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Matching Numbers 1-5 with Amounts Lesson Plan

Prepared by: Joanna Alexander
Subject: Mathematics
Grade: Kindergarten
Ms. Landgraf
Graduate School of Education
The College of New Jersey

Common Core State Standards

CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
o CCSS.MATH.CONTENT.K.CC.B.4.A
When counting objects, say the number names in the standard order, pairing each object with
one and only one number name and each number name with one and only one object.
o CCSS.MATH.CONTENT.K.CC.B.4.B
Understand that the last number name said tells the number of objects counted. The number
of objects is the same regardless of their arrangement or the order in which they were counted.
o CCSS.MATH.CONTENT.K.CC.B.4.C
Understand that each successive number name refers to a quantity that is one larger.

CCSS.ELA-LITERACY.RL.K.10
Actively engage in group reading activities with purpose and understanding.

Standards for Mathematical Practice

Make sense of problem and persevere in solving them
o Explain the meaning of a problem
o Describe possible approaches to a solution
o Use concrete objects or illustrations to think about and solve problems
o Monitor and evaluate their progress and change strategy if needed
Reason abstractly and quantitatively
o Represent situations using symbols
Model with mathematics
o Identify important quantities and use tools to map their relationships
Use appropriate tools strategically
o Consider a variety of tools and choose the appropriate tool to support their problem
solving

Objectives

Students will develop the understanding that numbers represent quantities and that no matter how
the items in a group are arranged the amount is still the same.
Students will be able to identify numbers 1 through 5.

Students will be able to count from 1 to 5.

Students will be able to use manipulatives to demonstrate their ability to count orally from 1 to 5
using one to one correspondence.

Rationale
According to Jean Piagets Stages of Cognitive Development, children fully grasp the concept
of conservation in the Concrete Operational Stage. Students in the beginning of kindergarten are more
likely to still be in the Pre-operational Stage of development. Learning to connect numbers to
quantities scaffolds students understanding of the concept of conservation. In other words, learning to
connect an abstract concept such as numbers to something concrete such as cardinality scaffolds a
learners progression from the Pre-operational Stage to the Concrete Operational Stage of development.
Moreover, being able to count and understanding how to connect numbers to quantities have
practical application. Counting is an effective method for younger students to problem solve.
Additionally, being able to assign a number name to an object or group of objects helps students to use
groups as a way to solve problems and demonstrate their problem solving.
Five and six year olds are predominately kinesthetic learners. Using manipulatives for
counting and representing quantities and numbers supports their proclivity for tactile learning. Students
will be interested and engaged with the lesson by getting to use manipulatives such as Playdough.
Furthermore, the students in my classroom are still developing their fine motor skills. Using
manipulatives supports their fine motor skill development.
Using literature for the read aloud and sing-along activities creates an interdisciplinary lesson
by connecting mathematics to literacy. Also, literature provides interesting context and an engaging
introduction for mathematical concepts.

Prior Knowledge

Students will be familiar with counting from 1 to 5.

Students will be able to orally and visually recognize the numbers 1 through 5.
Students will be familiar with picture books, read alouds, sing-alongs, and Playdough.

Introduction
v Materials
o One Tractor: A Counting Book by Alexandra Siy (See Appendix Page 8)

I have the students sit on the rug while I sit in a chair in front of them.
- Activate Prior Knowledge: I ask the students: If you are five years old raise your hand. I hold
up five fingers to model and say, Wow, you are five years old, this many fingers! Can you
show me that you are five years old on your hand like this? I ask the students to count with me
to five as we use our fingers.
- Repeat for six years old.
I hold up the book, One Tractor: A Counting Book by Alexandra Siy for the students to see and
read aloud the title.

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o I ask the students to raise their hands and share what they think the book will be about and why
they think that.
o I read the book up to the number five. (I have attached small Post-It notes to each page that
show the number quantity and explain this to the students (See Appendix Page 8)
As I turn to a new page and before reading the page, I ask the students to show me with their
fingers the number they see on the page
o I give them a few seconds to try it first. As there might be students who do not recognize the
number visually, I model the number with my fingers, then make sure everyone has the right
number of fingers up, then read the page with the number aloud.
I read the page then invite the students to count with me how many pertinent objects are on that
page.
Mini-Closure
o Ask the students what objects they noticed in the book that we used to count.
o Ask the students what they notice around the room that we could use to count or show a number.
Could we use Legos? Students?
o Ask the students how we could figure out how many there are of something. (by counting/using
numbers)

Development
Counting 1-5 Elephant Book Sing-Along Activity
v Materials
o Counting 1-5 Elephant Book (See Appendix Pages 9-12)
I introduce the students to a new song with an interactive visual aid (See Attached in Appendix).
Using music and the interactive visual engages them with the counting and cardinality connection.
I tell the students that we are going to be learning a new song today and the song will help us with
counting to 5 and seeing how many objects, in this case, elephants, 5 looks like.
I sing the song to the students, one page at a time while moving the elephant to the spider web.
o Have the students listen to me sing it and then repeat the song and ask them to join along.
o While singing a page put the elephant on the spider web.
o After reading the first page tell the students to help you call out for the elephant too, Hey
Elephant!
o Model & have the students stomp their feet on the ground while sitting to mimic the next
elephant arriving. I stop stomping my feet and if the students do not stop along with me I will
say, Stop and turn the next page.
o Mini-Closure: Before reading the page I ask the students, How many elephants now? as a way
to check for counting comprehension.
o After reading the book I ask the students to reflect on what we did.
What did this song help us learn to do?
Count
Use numbers to see how many elephants there were.

If you liked this song touch your nose.

Counting 1-5 Elephant Booklet Sticker Activity

v Materials
o Counting 1-5 Elephant Book student booklets (See Appendix Pages 13-14)
o Dot Stickers
o Pencils

Have the students seated at the rug and explain to them that they will be getting their own copy of
the Counting 1-5 Elephant Book.
Explain to the students what the activity is going to look like and what they should look like doing
the activity.
o Notice each page has a number (1-5) to trace in pencil (numeral and written form).
o Notice that there are boxes at the bottom of each sheet (a 5-frame). Only 1 sticker goes in
each box.
o Once you get your booklet, the first thing you will do is write your name on the back.
(Show back of the example booklet)
o Early-finishers can practice reading the Elephant book and looking for letters they
recognize on the pages. They can also move on to the Follow-Up Activity where they work
in the math centers.
Mini-Closure:
o Ask the students that they understand what we are going to do.
o Ask the students what we should do if we need more stickers
Do we take someone elses stickers?
o Ask the students what were using the stickers for.
o Ask the students how were going to walk to the tables. (Taking our time/slowly)
o Ask the students what the first thing were going to do is once we get our booklet. (Write
their names)
Split into 4-5 groups at the small tables with a teacher per table.
o Have the students complete one page at a time. A completed page will include the number
traced in pencil (numeral and written form) and putting the corresponding number of
stickers in the 5-frame.
o Prompt students to say the number aloud as they go through each page and to count their
stickers out after putting them down to check that it is the correct number of stickers before
moving on to the next page.
Formative Assessment (Professional Noticing)
o While the students are working ask them:
Tell me what you are doing.
Why did you(arrange the balls that way)?
How else could we arrange the stickers to represent the number __?
What if we arrange them differently (in a row/cluster)? Does the number of stickers
change?

When a student finishes a worksheet have them show the finished worksheet to the teacher for the
teacher to check it for them. Have the teacher ask them questions to guide them to the correct
quantity representation if it is inaccurate.
Wrap-Up
o Have the students clean up their sticker leftovers and hand back to the teacher.
o Have the teacher collect all of the students booklets and hand back to you so you can
review them (Summative Assessment is the completed booklet).

Closure
The students used stickers in the 5-frames to show that they understand numbers represent
particular quantities.
The students reviewed the booklets they completed with the teacher at their table.
Have the students sit on the carpet.
o Have the students turn to a neighbor and talk about what we did in math today and what
their favorite math activity was today.
o Ask the students to share what they learned today.
Discuss counting, recognizing numbers 1-5 visually, understanding how numbers
represent quantities, and how the arrangement of items in a group does not change
the amount.
v Accommodations:
o Struggling students can use counters to represent the numbers on the worksheet instead of using
Playdough.
o Students who need more of a challenge can complete the Count & Circle worksheets (see
below).
Students use a pencil or crayon to trace the number on the worksheet and draw items to
represent the quantity of that number.
Count & Circle Worksheet (See Appendix Pages 15-19)
v Materials
o Count & Circle worksheets
o Crayons/Pencils

Explain and show the students the Count & Circle Worksheet. Tell them that well do the
worksheet next time to show that we know what numbers 1-5 look like, practice writing numbers,
and that we can count how many items are in a group of 1, 2, 3, 4, and 5.

Follow-Up Activity

Math Centers
o Students choose which math center they wish to work in. The math centers include:
Using Playdough to make the numbers in numeral form and roll balls of Playdough
to represent the quantity each number represents.

Disposable bat-picture plates that each have a number on them. The students clip the
correct quantity of clothespins on each number plate.
Elephant cards that each have a number on them plus the number in 5-frame form.
Students clip the correct quantity of plastic links to the elephant cards.
Plates that each have a number on them. Students will pick up the correct quantity
of pom-poms with tweezers and put them on the number plate.
Puzzles with the numbers 1 through 10.
Matching laminated paper crayon boxes that have numbers on them with the correct
quantity of laminated paper crayons.

References
Rationale Piaget & Practical Application
http://www.simplypsychology.org/concrete-operational.html
http://www.simplypsychology.org/piaget.html
https://gradekcommoncoremath.wikispaces.hcpss.org/KCC4
Rationale - Using Manipulatives
https://www.hand2mind.com/pdf/learning_place/research_math_manips.pdf
http://www.education.com/reference/article/tactual-kinesthetic-learners/
Elephant Book Counting 1-5
http://betterlesson.com/lesson/resource/3015140/number-5-videomp4?from=lessonsection_narrative
http://betterlesson.com/lesson/resource/3015118/the-elephant-songpdf?from=lessonsection_narrative
Playdough Numbers
http://www.k-5mathteachingresources.com/support-files/playdough-numbers.pdf
http://betterlesson.com/lesson/resource/2287335/number-one-sticker-activitysheet?from=lessonsection_narrative
http://betterlesson.com/lesson/500821/i-see-two-do-you-exploring-the-number-two
http://betterlesson.com/lesson/500832/count-with-me-1-2-3-exploring-the-number-three
http://betterlesson.com/lesson/500976/four-for-you-exploring-the-number-four
http://betterlesson.com/lesson/501306/i-am-five-exploring-the-number-five
Count and Circle Worksheet
http://www.tlsbooks.com/countandcircle1.html

Appendix

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No more elephants were there to come!

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One elephant went out to play

upon a spiders web one day.
She had such enormous fun
that she called for another
elephant to come.
HEY ELEPHANT!!!

Two elephants went out to play

upon a spiders web one day.
They had such enormous fun
that they called for another
elephant to come.
HEY ELEPHANT!!!

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Three elephants went out to play

upon a spiders web one day.
They had such enormous fun
that they called for another
elephant to come.
HEY ELEPHANT!!!

Four elephants went out to play

upon a spiders web one day.
They had such enormous fun
that they called for another
elephant to come.
HEY ELEPHANT!!!
Five elephants went out to play upon
a spiders web one day.
They had such enormous fun
that they called for another
elephant to come.
HEY ELEPHANT!!!

Matching Numbers 1-5 with Amounts Math Lesson Plan

Counting Elephants 1-5 Booklet

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Matching Numbers 1-5 with Amounts Math Lesson Plan

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Matching Numbers 1-5 with Amounts Math Lesson Plan

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Count & Circle 1-5 Worksheets

Name:_________________________________________________________________________________________________________________
Draw 1 circle in each square.

1/1/1///////////

Matching Numbers 1-5 with Amounts Math Lesson Plan

Alexander 16

Name:_________________________________________________________________________________________________________________
Place 2 apples on each tree.

2/2/2//////////
/

Matching Numbers 1-5 with Amounts Math Lesson Plan

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Name:_________________________________________________________________________________________________________________

Fill in 3 circles in each row.

3
3
3
3
3/3/3//////////
/

Matching Numbers 1-5 with Amounts Math Lesson Plan

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Name:_________________________________________________________________________________________________________________
Put four pumpkins on each vine.

4
4
4
4/4/4//////////
/

Matching Numbers 1-5 with Amounts Math Lesson Plan

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Name:_________________________________________________________________________________________________________________
Put five gumballs in each gumball machine.

5
5
5
5/5/5//////////
/